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This paper aims to analyse the importance of intrinsic motivation factors as determinants of academic achievement in English as a Foreign Language (EFL). The general aim of the present study has been to analyse the existing relationship between students' academic motivation and performance. This paper explores the importance of motivational variables for school achievement. In particular, the present study suggests that students with a higher intrinsic motivation to learn English will achieve better grades in this subject. Participants were 542 students (male and female) of Secondary Education. Results show that there is a correlation between academic goals and academic results; in particular an association exists between learning goals (intrinsic motivation) and a high academic achievement. With regards to the importance of intrinsic motivational factors, this study concludes that these factors are determinants of academic achievement in English as a Foreign Language (EFL). Therefore, results are useful in view of improving the process of teaching/learning EFL. The relevant conclusion reached here point to the academic goals as being indicator of and decisive factor for academic achievement.
Key words: academic achievement, academic goals, academic motivation, English as a foreign language.

"Crafting a sustainable future through education and sustainable development" serves as a comprehensive study guide, offering critical reflections and constructive critiques. It covers an array of relevant topics, ranging from artificial intelligence and big data to gender equality, game-based learning, and socio-technological innovation. By examining concepts like knowledge management, problem-solving skills, and innovative abilities, the book provides a robust foundation for understanding the intricate connections between education and sustainability"--

Whereas character education is not new, scientific study of its effectiveness has been only sporadically implemented during the past thirty-five years. Much of the application of character education is therefore not informed by a scientific knowledge base. This article introduces a scientific perspective on character education & a summary of the research base examining the student impact of school-based character education. From this research base, general principles of effective practice are derived. This in turn is used to offer suggestions to practitioners & policy makers for the improvement of school-based character education. 72 References. [Copyright 2004 Sage Publications, Inc.]

This document examines the background of Afghan education and recent measures taken to establish principles and a framework for development of education and training in the country. It underlines the significance of science and technology for sustainable development of Afghanistan. The document has six chapters. Chapter I considers the evolution of modern education in Afghanistan, with periods of progress and set-backs, and the present situation. Chapter II is reflections on the revival and development of education in Afghanistan and is based on the report of the Independent High Co0mmission for Education (2003), which the author had the honour to chair. Chapter III deals with education goals, priorities and programmes, envisaged in the National Development Strategy, prepared by the government and endorsed at a conference of donors (2006). Chapters IV and V focus on the role of education and science in sustainable development of Afghanistan. Chapter IV discusses the changing concept of development and the importance of its social, cultural and environmental dimensions and international consensus on the need for sustainability. . Chapter V discusses the role of science and technology in economic growth, and the recommendations of the United Nations Task Force on Science, Technology and Innovation (2005) for achievement of the millennium development goals. The present situation of Afghanistan is described, and suggestions made for strengthening education and training in science and technology for sustainable development. In Chapter VI, the author proposes a science policy for Afghanistan. This chapter considers the objectives, policy guidelines and elements of a strategy for the application of science and technology for sustainable development of the country. (DIPF/Orig.)

International audience ; Education for human development within the constraints of sustainability is problematic for schools. On one hand, it is a political idea that continues to evolve with successive compromises between social groups with differing or even conflicting interests. ESD is therefore inherently 'non-disciplinary' and cannot be the basis of a single school subject if we wish to keep the creativity that results from the dynamics at work. On the other hand, SD leads us to think collectively about solutions that ensure a future of our choosing that preserves the biological capacity of the planet and to reduce our vulnerability. The sciences thus have a key role: their ability to question the world and to model the consequences of collective and individual choices. But there is a risk of technocratic drift and SD leads us to think about society's values and aims. A new link is established between sciences and humanities with a democratic model in sight. This paper presents what is possible out of the prospective scenarios method within general and compulsory education by seeking, through an empirical approach, to determine its feasibility, its contributions, its limits, and to locate the place of science education in the elaboration of the perception of " vulnerability ". Both primary and secondary schools are concerned.

International audience ; Education for human development within the constraints of sustainability is problematic for schools. On one hand, it is a political idea that continues to evolve with successive compromises between social groups with differing or even conflicting interests. ESD is therefore inherently 'non-disciplinary' and cannot be the basis of a single school subject if we wish to keep the creativity that results from the dynamics at work. On the other hand, SD leads us to think collectively about solutions that ensure a future of our choosing that preserves the biological capacity of the planet and to reduce our vulnerability. The sciences thus have a key role: their ability to question the world and to model the consequences of collective and individual choices. But there is a risk of technocratic drift and SD leads us to think about society's values and aims. A new link is established between sciences and humanities with a democratic model in sight. This paper presents what is possible out of the prospective scenarios method within general and compulsory education by seeking, through an empirical approach, to determine its feasibility, its contributions, its limits, and to locate the place of science education in the elaboration of the perception of " vulnerability ". Both primary and secondary schools are concerned.

International audience ; Education for human development within the constraints of sustainability is problematic for schools. On one hand, it is a political idea that continues to evolve with successive compromises between social groups with differing or even conflicting interests. ESD is therefore inherently 'non-disciplinary' and cannot be the basis of a single school subject if we wish to keep the creativity that results from the dynamics at work. On the other hand, SD leads us to think collectively about solutions that ensure a future of our choosing that preserves the biological capacity of the planet and to reduce our vulnerability. The sciences thus have a key role: their ability to question the world and to model the consequences of collective and individual choices. But there is a risk of technocratic drift and SD leads us to think about society's values and aims. A new link is established between sciences and humanities with a democratic model in sight. This paper presents what is possible out of the prospective scenarios method within general and compulsory education by seeking, through an empirical approach, to determine its feasibility, its contributions, its limits, and to locate the place of science education in the elaboration of the perception of " vulnerability ". Both primary and secondary schools are concerned.

International audience ; Education for human development within the constraints of sustainability is problematic for schools. On one hand, it is a political idea that continues to evolve with successive compromises between social groups with differing or even conflicting interests. ESD is therefore inherently 'non-disciplinary' and cannot be the basis of a single school subject if we wish to keep the creativity that results from the dynamics at work. On the other hand, SD leads us to think collectively about solutions that ensure a future of our choosing that preserves the biological capacity of the planet and to reduce our vulnerability. The sciences thus have a key role: their ability to question the world and to model the consequences of collective and individual choices. But there is a risk of technocratic drift and SD leads us to think about society's values and aims. A new link is established between sciences and humanities with a democratic model in sight. This paper presents what is possible out of the prospective scenarios method within general and compulsory education by seeking, through an empirical approach, to determine its feasibility, its contributions, its limits, and to locate the place of science education in the elaboration of the perception of " vulnerability ". Both primary and secondary schools are concerned.

Abstract This article analyzes the evolution in teaching physical education and curriculum in Spain since the first proposals for development that have received the Physical Education teachers with both the first specialized centre for teacher training, the key to its evolution since the mid-nineteenth century to General Management Act 1990 Education System entrusting the teaching of physical education teachers in primary education specialists in the field of Physical Education and which is developed through a Royal Decree of August 30, 1991, establishing the Master degree official in Physical Education and legislation for teacher education Physical education today.

Purpose
This paper aims to develop an improved and harmonized approach to interdisciplinarity in education for sustainable development (ESD)within higher education institutions (HEIs), focusing on maximizing the mobilization of students from all academic disciplines. An attempt is made to reconcile varying strategies for the implementation of interdisciplinary ESD content in HEIs, studying the relative merit and benefit of those strategies and crafting a new approach to combining them, where possible.


Design/methodology/approach
This work relies on a robust review and analysis of existing literature proposals on the implementation of ESD in HEIs to elaborate an integrated approach to interdisciplinarity. Specifically, a scoping literature review is applied, analyzing the existing approaches to ESD in HEIs as well as the challenges observed in their implementation. Using this theoretical framework, this paper evaluates the compatibility and efficiency of the approaches currently implemented. Based on this analysis, an integrative approach is outlined, building upon and combining existing proposals.


Findings
Building on existing literature, this study identifies two main trends for interdisciplinarity in ESD in HEIs: integration into existing disciplinary curricula and new, stand-alone ESD curricula. This paper suggests adopting the two approaches simultaneously, to reach students from all academic disciplines, especially those with minimal exposure to ESD through their own discipline. Furthermore, this paper stresses that these dual curricula strategies should be combined with further interdisciplinary research initiatives as well as extensive leveraging of technology and e-learning.


Originality/value
This study bridges the gap between diverging visions for ESD in HEIs, harmonizing strategies from the literature to outline a new, multilateral strategy. Furthermore, it extensively studies the need for increased engagement into ESD of students from underrepresented disciplines, including the humanities. This engagement has been little addressed in the literature, rendering the proposed approach original insofar as it outlines the ways to improve current approaches to ESD in HEIs.